In our final study of Egypt, students were put into two groups. One group made a tomb of Pharoah Snefru and the other made an Egyptian irrigation system called a Shaduf.
Picture 1: This is the inside of the tomb Mikaylee, Parker, and Jono worked on. They included hieroglyphics on the walls, canonic jars, the Pharoah's
jewels, and symbolic pieces representing who he was.
Picture 2: Here the students are presenting their project to their peers and explaining the information they discovered.
Picture 1: This is a picture of Meghan, Kimmi, and Emily's shaduf. Attached to one side of the pole was a bucket that Egyptians would dip into the Nile river. On the other side of the pole, was a weight that would raise the water up to shore to be brought to the people.
Picture 2: Students had to construct and brainstorm all aspects of the project from making the poles stand to balancing the weight with the amount of water in the bucket.
In our final study of Egypt, students were put into two groups. One group made a tomb of Pharoah Snefru and the other made an Egyptian irrigation system called a Shaduf.Picture 1: This is the inside of the tomb Mikaylee, Parker, and Jono worked on. They included hieroglyphics on the walls, canonic jars, the Pharoah's
jewels, and symbolic pieces representing who he was.
Picture 2: Here the students are presenting their project to their peers and explaining the information they discovered.
Picture 1: This is a picture of Meghan, Kimmi, and Emily's shaduf. Attached to one side of the pole was a bucket that Egyptians would dip into the Nile river. On the other side of the pole, was a weight that would raise the water up to shore to be brought to the people.
Picture 2: Students had to construct and brainstorm all aspects of the project from making the poles stand to balancing the weight with the amount of water in the bucket.